3 form of worksheet is one of the ways. Lecturers set and develop the worksheets
based on the needs adjusted to the goal to achieve at the end of the lesson. Certainly, lecturers have good expectations toward worksheet, but what about the
implementation in class? Can the students accomplish the expectations? As individuals, students must have their own opinion toward worksheets. What the
lecturers expect may contrast to what the students expect. Worksheet, which has an assessment value, has the aim of assessment that is primarily to educate and
improve students’ performance, not merely to audit it Wiggins, 1998:7. This is a unique characteristic in teaching-learning process. Based on these backgrounds,
the researcher is interested to conduct a research about the use of worksheets as teaching-learning media to enhance students’ independence in learning in the
perspective of lecturers and students.
B. Problem Formulation
The discussion of the research will mainly answer the formulated questions below:
1. What are students’ perceptions on the use of worksheet in learning
process? 2.
What are lecturers’ perceptions on the use of worksheet in teaching process?
3. How do worksheets enhance students’ independence in learning?
4
C. Problem Limitation
This research focuses on students and lecturers perception on the use of worksheet in MKB Matakuliah Keahlian Berkarya and Linguistic classes in
English Language Education Study Program, Sanata Dharma University from the academic year of 2007 and 2008. From the accademic year of 2007, students in
RELT Research in English Language Teaching and Sociolinguistics classes were choosen as participants. RELT class was divided into 4 classes, namely class
A, B, C, and D with different lecturers. However, from the preliminary survey, students in class D experienced more worksheet than class A, B and C. Class D
was chosen to be the research populations since the frequency of using worksheet in the two classes was higher than three other classes so this class was considered
representative to provide data for the research. Sociolinguistics class was also divided into 4 classes in which the frequency of using worksheet in class B was
the highest among 3 other classes. While from accademic year of 2008, the data was collected from Phonetic
and Phonology and Approaches, Methods, and Techniques AMT class. Phonetics and Phonology class was divided into 4 smaller classes, namely class A,
B, C, and D. However, there were two classes who have higher frequencies in the use of worksheets by the same lecturer. They were class A and C. Since class A
has bigger amount of students, so this class was choosen as the representative of students in accademic year of 2008. Among 4 AMT classes, students in class B
were chosen as the research participants since this class had the highest frequency in using worksheet than 3 other classes.
5 This research focuses on three main points. Firstly, it will describe
students’ perception on the use of worksheets in learning process, how students value the implementation of worksheets by the lecturers, and how they work on
worksheet to create a worth doing independent learning process. Secondly, from lecturers’ perception, the discussion will be limited on what their reasons of
giving worksheets are, how they set the worksheet; whether they have other goals besides enhancing autonomous graduates, and why they choose certain form of
worksheets. Thirdly, the discussion of the research is focused on the role of worksheets as media to help students gaining independent learning skill. On the
other words, the third point focuses on the values behind worksheet which possibly may stimulate students’ independency in learning.
D. Research Objectives
